First Grade - Unit 1 Alphabet Books
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SHARED READING BLOCK: ONE-HOUR PER DAY FOR EXPLICIT INTEGRATED CORE INSTRUCTION (20 MINUTES OF THIS BLOCK SHOULD BE FOCUSED ON THE JSD PHONICS/WORD STUDY SCOPE AND SEQUENCE)
GUIDED READING BLOCK: ONE-HOUR PER DAY FOR EXPLICIT LEVELED INSTRUCTION
WRITING BLOCK: ONE-HOUR PER DAY FOR WRITING WITHIN THE THREE GENRES OF WRITING (WRITING SHOULD BE TIED TO INTEGRATED CORE INSTRUCTION TAUGHT IN SHARED READING) |
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For Standards and Objectives which must be taught throughout the school year, in each unit |
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First Grade- Unit 1 (6 Weeks)
Utah Core Curriculum State Standard: LANGUAGE ARTS STANDARDS
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Essential Questions |
“I Can Statements” & Assessments |
Instructional Activities |
Lesson Resources |
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1. What are basic print concepts?
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This means I can demonstrate understanding of the organization of basic print concepts and recognize the distinguishing features of a sentence. |
-understand and model Print Concepts
-understand and use spatial prepositions
-recognize and write upper and lower case letters |
JSD First Grade Scope and Sequence
Upper and Lower Case Letters & Nouns
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2. What phonics, phonemic awareness skills, and high frequency words are needed to read first grade text? |
This means I can use grade level phonics, phonemic awareness skills, and high frequency words correctly in reading and writing. |
-demonstrate understanding of spoken words, syllables, and sounds (phonemes).
-orally produce and segment single-syllable words by blending sound (phonemes), including consonant blends and connecting them to letters
-read and writing high frequency words |
Counting, Blending, Segmenting, Manipulating
JSD Website of Phonemic Awareness activities and links
Phonemic Awareness and Phonics
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3. What are different types of sentences? |
This means I can produce simple and compound declarative, interrogative, imperative, and exclamatory sentences in discussion. |
-explicitly teach what simple and compound sentences
-recognize and write declarative, interrogative, imperative, and exclamatory sentences
-reinforce the importance of punctuation
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Kinds of Sentences & Punctuation
Punctuate correctly with a period and question mark. |
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4. What is the difference between stories and poems? |
This means I can explain the components of stories and poems. |
-explicitly and separately teach the elements of literature (narrative) stories and poems
-use illustrations and details to describe characters, setting and events
-compare and contrast experiences of characters in stories
-understand and write poetry
-identifying and reading high frequency words in poetry
-identify and teach unfamiliar words in text
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Narrative Text Structure Poster
Read/Write/Think – Character/Setting/Plot
Lesson Plan – Compare and Contrast
Poetry and High Frequency Words
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5. How do I clarify understanding? |
This means I can ask and answer questions about key details to clarify understanding. |
-practice asking questions using the questioning stems – within, about, and beyond
-practice asking questions following narrative questioning stems
-explicitly teach main idea and details. |
Ask Questions Using Question Words
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6. What are rules for discussion? |
This means I can follow agreed upon rules for discussion. |
-participate in establishing the agreed upon rules for discussion and follow them
-participate in Cooperative Learning activities
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Ideas For Rules for Discussion
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Utah Core Curriculum State Standard: SOCIAL STUDIES STANDARDS
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Enduring Understanding: Students will recognize and describe how schools and neighborhoods (communities) are both similar and different. |
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Essential Questions |
“I Can Statements” & Assessments |
Instructional Activities |
Lesson Resoures |
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7. How are schools and neighborhoods alike and different? |
This means I can recognize, describe, and show respect for similarities and differences in communities. |
-compare “play” portrayed in paintings with current neighborhood play
-identify main idea and key details in literature (narrative) texts
-compare and contrast neighborhood characteristics
-explore and explain how diverse neighborhoods combine to become a community
-compare two neighborhoods characters in the same text
-using digital tools, create an alphabet book about communities
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Diversity Neighborhoods in a Community
Compare Two Characters From the Same Text
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Utah Core Curriculum State Standard: SCIENCE STANDARDS
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Enduring Understanding: Students will identify characteristics of weather, seasons of the year, and compare and contrast seasonal weather changes. |
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Essential Questions |
“I Can Statements” & Assessments |
Instructional Activities |
Materials to be used |
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8. What are the characteristics of weather? |
This means I can describe the characteristics of weather. |
-use new weather vocabulary to tell and write about daily weather
-recognize and describe types of clouds
-observe, record, and explain weather changes throughout the school year |
Vocabulary (cloud, cloudy, hot, warm, cold, sun, sunny, wind, windy, rain, rainy, snow, snowy, temperature)
Weather & Informational Text Features
weather song -YouTube
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9. What are characteristics of the seasons?
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This means I can ask and answer questions about the characteristics of the seasons during the year. |
-identify characteristics of the seasons of the year
-understand seasonal weather changes through poetry
-determine the author’s point of view about seasons |
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